本次研究中，笔者将“表存现的在字句”，界定为以动词性的“在”作为存现

方式、名词性主语作为存现主体、表处所的名词或名词性短语作为存现场所

的，表示存现意义的句子。从句法结构、语义、语用上进行说明。此时，表

存现的“在”字句中的“在”为动词，但它并不表示动作行为，只是“在”处在此类

句型的谓语位置上，故而呈现为动词性。句法语义上，这类存现句表示存现

主体在什么地方或处于什么位置，呈现静态的客观存在。了解表存现的“在” 

字句，探讨“在”的词性，与其他不表存现的在字句、其他形式的存现句相对比，

从概念上加以区分，便于语法教学。

在研究主要采用偏误分析和对比分析的方法，对表存现的“在”字句与其他

句型进行对比，探索留学生在学习该语法点的时候出现的偏误，探索产生偏

误的原因。同时对比 HSK 动态作文语料库的使用情况，分析表存现的“在”字

句使用范围和情况，总结其在汉语二语教学中的重难点，总结包括游戏法、

交流角色扮演法等方法的反馈与改进，对二语教学方案进行补充和思考

In this study, the author defines existing meaning of "zai" sentence in Chinese

as the sentence with the verb "zai" as the mode of existence, and explains it from

syntactic structure, semantic meaning and pragmatics. At this time, the word "zai"

in the existing meaning of "zai" sentence is the verb form, which does not mean

the action and behavior, but the word "zai" is in the predicate position of this kind

of sentence pattern. From the semantics of syntax, it indicates where the existing

subject is, what position it is in, and presents the static objective existence. To

understand the existing "zai" sentence, discuss the parts of speech of "zai", 

compare with other "zai" sentence and existing sentence, distinguish from the

concept, so as to facilitate grammar teaching. 

The research mainly adopts the methods of error analysis and contrastive

analysis to compare the existing "zai" sentence with other sentence patterns, 

explore the errors that international students have when learning this grammar

point, and explore the reasons for the errors. At the same time, the use of HSK

dynamic composition corpus is compared, the scope and situation of the use of

existing "zai" sentences are analyzed, and the important and difficult points in

second language teaching are summarized, including the feedback and

improvement of game method and communication role playing method, so as to

supplement and think about the second language teaching scheme.